The Covid period was one of the biggest mass experimentations in remote learning ever undertaken, with social distancing restrictions prompting many schools to revert to virtual learning en masse. It’s a period that is usually framed in a negative sense, with parents, pupils, and teachers struggling to adapt to the changes.
Research from the University of Alberta reminds us that it did bring some benefits too, however. The study suggests that the period provided an opportunity to truly appreciate each respective role and the challenges it brings.
“It afforded everyone the chance to understand what others were going through,” said Bonnie Stelmach, a professor of educational policy studies in the Faculty of Education. “There were realizations from both groups about the others’ circumstances.”
For instance, teachers were given fresh insight into the various struggles parents go through, not just in terms of their child’s education but also with job losses or health issues.
Growing empathy
The researchers surveyed over 1,000 parents and 500 teachers, before conducting more in-depth interviews with a number of parents and teachers. The results showed increased empathy and patience from both groups.
The results also showcase the strain placed on relationships, however, with 43% of parents saying they had fewer interactions with teachers and just 18% saying that their interactions had improved during Covid.
The study also highlighted the important role teachers play in prompting students to learn, with parents noting that their children often would not engage in assignments unless their teacher was on screen.
“Teachers have a professional authority that kids recognize,” the researchers say. “While it may be true that parents know their kids best, they don’t necessarily know their children as learners. They got to watch their children for the first time with remote teaching, and that’s when they saw the real struggle. A parent’s role does not equate to the role of a teacher.”
Similarly, teachers learned not to assume that assignments would get done at home, with many parents revealing that if children were reluctant to work, they often avoided pressing matters to avoid having an argument with them.
“That’s not about parents being neglectful or combative about helping out with their child’s lessons,” the researchers say. “It means that keeping harmony in the family trumps what happens from school. School was taking on new life in the family, and some of them found that very stressful. Parents had their limits.”
Understanding the dynamic
The results highlight the importance of teachers and parents conversing more often to understand how the family dynamic unfolds so that the parents can effectively support their child’s learning.
“Assigning homework that demands a parent be part of it doesn’t work for everyone, and it may be worthwhile for teachers to make such things optional,” the authors explain.
The process of remote learning also helped to foster connections between parents and teachers beyond simply the academic progress of the student, with numerous respondents highlighting the more meaningful and frequent communication with parents or teachers during the pandemic.
“Some parents may feel the virtual space is more convenient and timely to ask more questions and seek more clarification, so maybe the parent-teacher interview doesn’t need to happen in a school, but could be more impromptu,” the researchers explain.
The researchers believe that this greater mutual understanding of the parent-teacher relationship will be invaluable both as schools return to a degree of normality again and in the event of any further lockdowns in the future.
“What goes on at school can affect family life, and what goes on within families can impact a student’s school life, so it matters that there is a willingness on both sides to understand this,” they conclude. “If we have another lockdown, everyone will be much more equipped to respond, because we now have new perspectives on the teacher versus the parent role that can be a starting point.”
